School of Education and Social Sciences
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Welcome to School of Education and Social Science collection.This collection contains Journal articles published by faculty affiliated to the school.
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Item Teacher Factors Influencing the Implementation of Tusome Program in Lower Primary Public Schools in Mvita Sub County(The Strategic Journal of Business & Change Management, 2018-09-26) Nyale, Mary Nguya; Mwawasi, Benjamin Mwandoe; Muli, SamuelThe objectives of this study were; to establish the effect of teacher attitudes and teacher preparedness on the implementation of early literacy in lower primary public schools in Mvita Sub County, Mombasa Kenya. The target population in this research was 124 lower primary teachers in all Twenty-five (25) public primary schools in Mvita sub-county. The lower primary teachers were the respondents for the study because they were the perfect choice to answer the questions that arose from the study objectives due to the information they held on the implementation of Tusome Program. The study used census method where by all the 124 respondents were used for the study. The study used both open ended and closed-ended questions. The data collected was compiled and analyzed by use of Statistical Package for Social Sciences (SPSS) version 23 for the purpose of validity and reliability. The findings of this study may assist teachers and head teachers in identifying areas which need improvement in the implementation of Tusome Program. The findings would also benefit learners as service delivery would be improved. This study would provide a source of knowledge to the curriculum developers and implementers on teacher factors influencing implementation of new education curriculum. The study would also be of a great importance to other scholars who carry out related studies hence use information in this study as an empirical review in their studies. The study concluded that Teacher attitude and teacher preparedness influence the implementation of Tusome Program in lower primary public schools in Mvita Sub-County. The regression analysis also confirmed that there was a significant relationship between implementation of Tusome Program and independent variables teacher attitude and teacher preparedness. The study recommended that lower primary school teachers should be allocated adequate time to enable them cover the syllabus and should also have enough time to check and mark students work.Item Factors Contributing to the Growth of Cereals Enterprises Owned by Women in Meru County. A Survey of Enterprises in Nkubu Town(Journal of International Business, Innovation and Strategic Management, 2019-03) Rimbere, Arthur G.; Mutiria, Eric; Githinji, MosesEntrepreneurship growth practices are being witnessed in every country in response to changes in global competitiveness and advancement in technology. It is against this reason that this research was being undertaken to analyze factors inhibiting the growth of cereals enterprises owned by women in Nkubu Town in Meru County. The study was guided by the following specific objectives: To establish whether access to finance, access to infrastructure, and managerial capacity and entrepreneur innovation inhibiting the growth of cereals enterprises owned by women in Nkubu Town in Meru County. The study adopted descriptive research designs with owners of cereals enterprises owned by women in Nkubu Town in Meru County, Kenya104 owners, managers and employees being the target population. Stratified sampling was used in this study; self-administered questionnaires were used as data collection instruments. The questionnaires were pre-tested for reliability and validity. Qualitative and quantitative data was analyzed by the help of Statistical package for social Sciences software (SPSS) Version 23. Data was analyzed using descriptive and inferential statistics. Inferential analysis entailed multiple regression and correlation analysis to assess the strength of the relationships between the specified variables. The result indicated that, collectively access to finance has the highest positive influence on enterprise growth, followed by entrepreneur innovation, managerial capacity and access to infrastructure. The study recommends that financial institutions should be in a position to give loans and other credit facilities and financial advisory services to SME’S in order to equip them with knowledge on financial management to help them expand their businesses.Item Factors Affecting the Retention Rate of Pupils in Public Primary Schools in Hindi Division, Lamu West Sub-County, Lamu County(International Journal of Scientific Research and Innovative Technology, 2017-09) Makorani, Selita HadiriboKenya’s vision 2030’s social pillar on Education and training states in part that the overall goal for 2012 is to reduce illiteracy by increasing access to Education, improving transition rate in primary and secondary schools and raising the quality and relevance of education hence retention. There are so many factors that have contributed to low retention rates of pupils in public primary schools. In almost all developing countries, School dropout, and retention rate has been a subject of interest to academics, researchers and policy makers for a long time. The general of this study was to determine factors affecting the retention rate of pupils in public primary schools in hindi division, Lamu west sub-county while Specific Objectives included to determine the effects of family background on retention rate of pupils in public primary schools in Hindi Division, Lamu west sub-county, to establish the effects of learning environment on retention rate of pupils in public primary schools in Hindi Division, Lamu west sub-county and to analyze the effects of societal culture on the retention rates of pupils in public in primary schools in Hindi Division, Lamu west sub-county. It is hoped that findings of this research will help improve the understanding of factors affecting the retention rate of pupils in public primary schools in Hindi division, Lamu west sub-county and their effects will help improve on the retention rate. The study was firmly founded on three theories; human capital Theory, functionalist Theory and achievement motivation Theory. The study adopted a survey research design, where selected public primary schools will be targeted for the study. The study was carried out using open and closed ended questionnaires which were given to (32) thirty two head teachers. From the findings, the study concluded that the aspects of Family background aspects such as Level of education of parents, Gender of children in family, Economic background of the family and Aspiration of the family affects retention rate of pupils in public primary schools in Hindi Division, Lamu west sub-county. It was also clear from the findings that the learning environment aspects such as availability of textbooks/teaching aid /parents, clubs and social facilities around the school, gender of children in family and achievement level affects retention rate of pupils in public primary schools in Hindi Division, Lamu west sub-county. Further, from the findings, the respondents felt that the aspects of Social culture aspects such as Social – cultural practices, roles of social-cultural practices, relevancy to learning to the society and number of children in family affects retention rate of pupils in public primary schools in Hindi Division, Lamu west sub-county. The study herefore concluded that family background, learning environment and societal culture influence affects the retention rate of pupils in public primary schools in Hindi division, Lamu west sub-county, Lamu County. The study recommended that the Government should formulate policies favorable to learners in order to enhance retention rates, especially through provision of necessary learning facilities in public schools. Further, the study recommended that parents and guardians with children in schools must be sensitized on what ought to be done to ensure that pupils get retained in schools; an effort that would ensure that these pupils are prepared fully to assume challenging responsibilities in future. Pupils in public primary schools in Hindi Division, Lamu west sub-county. Further, from the findings, the respondents felt that the aspects of Social culture aspects such as Social – cultural practices, roles of social-cultural practices, relevancy to learning to the society and number of children in family affects retention rate of pupils in public primary schools in Hindi Division, Lamu west sub-county. The study therefore concluded that family background, learning environment and societal culture influence affects the retention rate of pupils in public primary schools in hindi division, Lamu west sub-county, Lamu County. The study recommended that the Government should formulate policies favorable to learners in order to enhance retention rates, especially through provision of necessary learning facilities in public schools. Further, the study recommended that parents and guardians with children in schools must be sensitized on what ought to be done to ensure that pupils get retained in schools; an effort that would ensure that these pupils are prepared fully to assume challenging responsibilities in future.Item Academic performance of mature age students in universities and associated factors(African Journal of Emerging Issues (AJOEI)., 2019) Munuhe, Patrick Karinga; Kathuri, Nephat Justus; Njagi, ZacharyThe study aimed to establish the academic performance of mature age students in universities and associated factors. Along with increases in nontraditional student enrollment comes an increasing percentage of working nontraditional college students. Mature-entry students (21 years and above) constitute a notable group within higher education sector. The study used a descriptive survey with a purpose to examine the determinants of academic performance of mature age entry students. The study was conducted among mature age entry students at Kenya Methodist University in Kenya. Proportionate stratified sampling was used to select the 87 subjects. A self-administered questionnaire was used to collect data. Data was analyzed using descriptive statistics and chi-square analysis with the help of SPSS. A total of 73 mature age students participated in the study representing a 84% response rate. Majority 47(64%) of the respondents had a GPA between 2.1 and 3.0. Gender (p=0.006), age (p=0.0390 and economic status (p=0.000) were significant. in addition, family commitments (p=0.000), family support (p=0.000), institutional support (p=0.003) and work life balance (p=0.000) were significant. The study concluded that performance is influenced by demographic and social factors. Social factors appeared to have a greater influence than demographic factors where they emerged as barriers to good academic performance. Universities therefore need to tailor programmes to match needs of mature age students.Item A CRITICAL ANALYSIS OF THE IMPACT OF ISLAMIZATION OF IGEMBE PEOPLE THROUGH MIRAA TRADE IN MERU COUNTY(International Journal For Research In Educational Studies, 2018-08) Jotham, Kirimi Mwenda; Ataya, John Kobia; Njoroge, John NgigeThis study undertook a critical analysis of the impact of Islamization of Igembe people through miraa trade in Meru County. The research interest was provoked by the gradual and emerging prominence of Somali Muslims in the affairs of miraa business in the Igembe Region. The study was guided by objective; to critically analyse the impact of Islamization of Igembe People through miraa trade. The study drew a sample size of 383 from a target population of 126,000 miraa farmers, miraa vendors. All the thirteen-(13) miraa traders’ association officials formed part of the sample size as they were both miraa farmers and miraa vendors. The research used both quantitative and qualitative methods. The study employed descriptive study design based upon field research designed to critically analyse the impact of Islamization of the Igembe people in Meru County. Questionnaire with both structured and unstructured questions were used under a purposive sampling procedure. Data collected from the research location were analysed, summarized and interpreted using the computer software SPSS (version 22), where correlation of the variables under study determined and conclusions drawn. The partial correlation results for the study gave p-values that was significant thus showing that the independent variables are indeed related to the dependent variable making the study concrete and viable.. The study findings were, negative impacts are evident in unlawful land leasing, conflicts, boys dropping out of schools, and uncouth business practices among others. The study also recommends that the Ministry of Education to encourage boys to continue schooling instead of dropping out to join miraa businesses.Item Factors Influencing Pupils Access to education among primary schools in Conflict Prone areas of Turkana East Sub county Kenya(International Journal of Advanced Research in Engineering& Management (IJAREM), 2019) Lokaale, Daniel Emekwi; Mwirichia, Severina M.; Ikiara, LucyConflict in Turkana East Sub County has been persistent over many years and has evolved since Turkana East was identified as one of the sub-counties in the Kenya Vision 2030. The frequent conflicts have greatly affected access to primary education in the area. This study examines factors influencing pupils access to primary education in conflict prone areas of Turkana East sub-County. The study sought to examine how attacks on schools during conflict affect access to primary school education in Turkana East County. The sample population was 1 headteachers, 20 teachers and 200 pupils of the ten most affected public primary schools in Turkana East Sub County. The research used simple random sampling and stratified sampling to select teachers and students. The study found that the majority (75%) of the schools surveyed reported having pupils displaced from school due to conflict.. It is found that attacks on schools during frequent ethnic conflicts in Turkana East Sub County affects access to primary education negatively. Over 60 per cent of head teachers interviewed stated that their schools had been attacked during the conflict. The fear caused by such attacks leaves many schools closed and parents afraid to send their children to school. The study recommends the government through the security agencies to work with the local community of Turkana East Sub County to come up with a lasting solution to the problem of armed conflicts and ensure lasting peace.Item How Career Guidance Services Affect Career Choice among Public Secondary School Students in Meru County, Kenya(African Journal of Emerging Issues, 2019) Njogu, Sarah Wambeti; Kibaara, Tarsilla; Gichohi, PaulCareer guidance activities offered in public secondary schools are meant to assist students succeed in their careers after finishing O-level education. The knowledge that students acquires through career offices should therefore help them to remove confusion, anxiety, indecisiveness, and should empower them with information on clear career paths; relevant occupations in the context of their talents, academic abilities and market trends. The purpose of this study was to determine how career guidance services affect career choice among public secondary school students in Meru County, Kenya.However many secondary school students complete their studies without a clear understanding of the courses to enroll for upon joining institutions of higher learning. The study sought to examine the extent to which nature of career guidance services influence career choice of students in public secondary school in Meru County. Descriptive survey and correlational research designs were adopted in this study. Questionnaires and a structured interview schedule were used to collect data. Thirty six schools were sampled through stratified random sampling technique and an equal number of principals and career guidance teachers from sampled secondary schools obtained. Systemic sampling was used to sample 377 form four students while 11 parents were sampled using purposive sampling technique, making a total of 460 respondents. A pre-test on questionnaires was done to ensure validity while reliability was computed where Cronbach’s Alpha value was used. Data was then analyzed using Statistical Package for Social Sciences (SPSS) version 24 and Microsoft excel where, descriptive statistics (mean and standard deviation) and inferential statistic, that is, linear regression analysis was computed accordingly.The major findings were that most public secondary schools (78.8%) didn’t have professionally qualified career guidance teachers while 57.6% allocated less than 5% of operational budget to cater for career oriented activities.The study concluded that career guidance services were statistically significant in influencing career choice of students in public secondary schools. Establishment of fully fledged career guidance offices with well-trained career teachers and adequate funding can help achieve the planned career-oriented activities. This study recommends deliberate allocation of sufficient funds to run career guidance services and involvement of all in supporting this initiative.Item Parental Aspirations and Its Influence on Career Choice Among Public Secondary School Students in Meru County, Kenya(Journal of Education and Practice, 2019-08) Njogu, Sarah Wambeti; Kibaara, Tarsilla; Gichohi, PaulParents get involved in the education of their children through various ways; for example, in school activities, providing instructions on academic skills, engaging in and out of school learning activities, schooling process, providing learning resources and relevant learning experiences. Career choice by students is critical but a complicated task that involves a difficult process of decision making hence, parental involvement is necessary in creating awareness on possible career paths of their children. The study therefore, sought to assess the influence of parental aspirations on career choice among students in public secondary school in Meru County. Descriptive survey design was used. Through stratified, systemic and purposive sampling, 460 participants comprising 377 Form Four students, 36 principals, 36 career guidance teachers and 11 form four parents’ representatives were selected from 364 schools. Overall response rate was 92.1%. Data was collected using a questionnaire and an interview schedule. Analysis was done with the help of SPSS (Version 24) and Microsoft Excel. Mean and standard deviation were computed while linear regression analysis was used to examine the relationship between parental aspirations and career choice. The findings highlighted the critical role of parents in the selection process of careers of their children in public secondary. It was clear that the education level of parents is critical in informing career choices of children. The results show moderate influence of parental aspirations on careers selected by public secondary school students in Meru County where composite mean score is 3.35. Parents should strengthen their role in the provision of moral support, discussing and monitoring academic progress of children at school and at home; and rewarding them when they perform well in school, and should encourage their children to seek information on careers and exposing them to different career optionsItem Effects of Cooperative Thinking Skills Training Intervention on Academic Performance of Primary School Pupils in Nakuru West Sub-County, Kenya(Stratford Peer Reviewed Journals and Book Publishing Journal of Education, 2019-09) Aguta, Matunga Hellen; Gichohi, Paul; Wamalwa, BernardAcademic performance has remained elusive as different cohorts of learners perform differently in national examinations. Previous studies on academic performance of pupils have explored the question mostly from environmental perspectives rather than pupil’s intrinsic factors such as reading difficulties and successes of respective intervention measures. Interventions on reading difficulties being experienced by learners have been sought, however, the persistence of the problem leads to questions over the efficacy of the interventions. This study was set out to find out the effects of cooperative thinking skills training intervention on academic performance of public primary school pupils in Nakuru West Sub-County, Kenya. Descriptive survey research design was used targeting 12 public primary schools from which 342 language teachers and 1133 pupils were theorized to have reading difficulties were sampled. A sample size of 160 respondents was selected using both purposive and stratified random sampling for teachers and pupils respectively. Data was collected using a well-structured questionnaire and an observation schedule which were analyzed with the aid of the Statistical Package for Social Science (SPSS) version 21.0. Descriptive statistics involving frequencies, percentages, means and standard deviations, and inferential statistical methods involving linear regression were used to analyze data. The results from the observation schedule were analyzed using content analysis and integrated during interpretations, discussions and conclusions. The study found that cooperative thinking skills training intervention had a positive and strong effect on academic performance of pupils with reading difficulties among public primary school pupils in Nakuru West Sub-County. Hence, the study concluded that cooperative thinking skills training intervention as currently applied in teaching was a very promising intervention in remedying reading difficulties. The study recommended that teachers should find out and introduce new ways of cooperative learning specifically those which encourage the learners to assist each other improve their reading proficiency .Item Effects of Comprehension Monitoring on Academic Performance of Primary School Pupils in Nakuru West Sub- County, Kenya(International Journal of academic research in business & social sciences, 2019-11-24) Aguta, Matunga Hellen; Gichohi, Paul; Wamalwa, BernardAcademic performance has remained elusive as different cohorts of learners perform differently in national examinations. However, previous studies on academic performance of pupils have explored the question from an environmental perspective, where little attention has been given to the pupil’s intrinsic factors such as reading difficulties and successes of respective intervention measures. Interventions on reading difficulties being experienced by learners have been sought, however, the persistence of the problem leads to questions over the efficacy of the interventions. This study set out to find out the effects of comprehension monitoring on academic performance of primary school pupils in Nakuru West Sub-County, Kenya. It was guided by the Cognitive Model of Reading Comprehension. Both descriptive survey and experimental research designs were used. The target population comprised of 12 public primary schools in the area of study from which 342 language teachers and 1133 pupils whom were theorized to have reading difficulties were sampled. A sample size of 160 respondents was selected using both purposive and stratified random sampling for teachers and pupils respectively. Data was collected using a well-structured questionnaire, an observation schedule and through administering a reading test. Data was analyzed with the aid of the Statistical Package for Social Science (SPSS) version 21.0. Descriptive statistics involving means, modes and standard deviations, and inferential statistical methods involving Pearson’s Product Moment correlation and ANOVA, were used to analyze data. The results from the tests and the observation schedule were analyzed using content analysis and integrated during interpretations, discussion and conclusion. The study found that comprehension monitoring had a positive and significant effects on academic performance of pupils with reading difficulties in the area. Results from the reading test experiment showed that learners with reading difficulties who had received interventions (Group B) performed significantly better than their counterparts who had not received the interventions (Group A). Hence, the study concluded that the comprehension monitoring as a reading difficulties intervention had the potential of improving academic performance of the learners if well emphasized. Therefore, the study recommended that teachers should introduce regular comprehension tests to monitor the students reading abilities.